An instructional method is how a teacher will teach, or the method/process in which instruction occurs. According to Shuell, instructional methods are ways that information is presented to students, and there is never one "best" approach (1996). Instructional method can also have many names, such as teaching method or instructional strategy, or be easily confused with other terms, including pedagogy or methodology.
List of Instructional Methods
A broad, but not exhaustive, list of instructional methods as compiled by Cruikshank, Bainer, and Metcalf (1995):
1. Academic games or competition (see picture 2) 2. Activity 3. Brainstorming 4. Case study 5.Centers of interest and displays 6.Colloquia 7.Contract 8.Controversial Issues 9.Cooperative learning 10.Culture jamming 11.Debate (see picture 3) 12.Debriefing 13.Demonstration 14.Direct instruction 15.Discovery or inquiry 16.Discussion (see picture 4) 17.Drill and practice 18.Feedback 19.Field observation, fieldwork, field trip- 20.Independent study or supervised study 21.Individualized instruction 22.Installation 23.Module 24.Mastery learning 25.Mixed-mode instruction 26.On-line instruction and learning (see picture 5) 27.Performance 28.Presentation and lecture (see picture 1) 29.Problem 30.Programmed and automated instruction 31.Project 32.Protocols 33.Recitation 34.Reports, written and oral 35.Role playing 36.Simulation game- 37.Simulation 38.Synectics 39.Tutoring 40.Unit 41.Values clarification
Teacher or Student Centered? Active or Passive Learners?
Ormrod defines teacher-directed instruction as when "the teacher calls most of the shots, choosing which topics will be addressed, directing students' activities, and so on" and defines learner-directed instruction as "students hav[ing] considerable control regarding the specific issues they address and the ways they address those issues" (2011, p. 414) Bonner says active student learning is necessary for complex cognitive tasks while passive teaching methods are appropriate for simple cognitive tasks (1999). When selecting an instructional method, student autonomy and thinking skills are important to consider.
Choosing a Method
How does a teacher decide the way in which content or skills are taught?
First, a teacher must set the objectives of the lesson (Bonner, 1999). Students' ability, or "the knowledge and skills our students bring to the situation," must be taken into account (Ormrod, 2011, p. 414). Different methods are more appropriate for different contexts, and most methods can be combined with others (Ormrod, 2011). Taking into account stated learning goals, desired classroom conditions, students' capability, and teacher style, choose an appropriate instructional method.
Choosing the appropriate instructional method is a subjective process improved by considering the needs of students and the lesson.
Instructional methods should not be confused with teaching techniques. Methods are a broad means of doing something, while techniques are specific and innumerable (see chart). For each instructional method, many techniques can be used. For example, the most commonly used instructional method is lecture, but lectures can greatly vary based on individual teacher techniques.
Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (1995). The act of teaching. New York: McGraw-Hill.
Ormrod, J. E. (2011). Educational psychology: Developing learners. Upper Saddle River, N.J: Merrill/Prentice Hall.
Shuell, T. J. (1996). Teaching and learning in a classroom context. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 726-764).
An instructional method is how a teacher will teach, or the method/process in which instruction occurs. According to Shuell, instructional methods are ways that information is presented to students, and there is never one "best" approach (1996). Instructional method can also have many names, such as teaching method or instructional strategy, or be easily confused with other terms, including pedagogy or methodology.
List of Instructional Methods
A broad, but not exhaustive, list of instructional methods as compiled by Cruikshank, Bainer, and Metcalf (1995):
1. Academic games or competition (see picture 2)
2. Activity
3. Brainstorming
4. Case study
5.Centers of interest and displays
6.Colloquia
7.Contract
8.Controversial Issues
9.Cooperative learning
10.Culture jamming
11.Debate (see picture 3)
12.Debriefing
13.Demonstration
14.Direct instruction
15.Discovery or inquiry
16.Discussion (see picture 4)
17.Drill and practice
18.Feedback
19.Field observation, fieldwork, field trip-
20.Independent study or supervised study
21.Individualized instruction
22.Installation
23.Module
24.Mastery learning
25.Mixed-mode instruction
26.On-line instruction and learning (see picture 5)
27.Performance
28.Presentation and lecture (see picture 1)
29.Problem
30.Programmed and automated instruction
31.Project
32.Protocols
33.Recitation
34.Reports, written and oral
35.Role playing
36.Simulation game-
37.Simulation
38.Synectics
39.Tutoring
40.Unit
41.Values clarification
Teacher or Student Centered? Active or Passive Learners?
Ormrod defines teacher-directed instruction as when "the teacher calls most of the shots, choosing which topics will be addressed, directing students' activities, and so on" and defines learner-directed instruction as "students hav[ing] considerable control regarding the specific issues they address and the ways they address those issues" (2011, p. 414) Bonner says active student learning is necessary for complex cognitive tasks while passive teaching methods are appropriate for simple cognitive tasks (1999). When selecting an instructional method, student autonomy and thinking skills are important to consider.
Choosing a Method
How does a teacher decide the way in which content or skills are taught?
First, a teacher must set the objectives of the lesson (Bonner, 1999). Students' ability, or "the knowledge and skills our students bring to the situation," must be taken into account (Ormrod, 2011, p. 414). Different methods are more appropriate for different contexts, and most methods can be combined with others (Ormrod, 2011). Taking into account stated learning goals, desired classroom conditions, students' capability, and teacher style, choose an appropriate instructional method.
Choosing the appropriate instructional method is a subjective process improved by considering the needs of students and the lesson.
Instructional methods should not be confused with teaching techniques. Methods are a broad means of doing something, while techniques are specific and innumerable (see chart). For each instructional method, many techniques can be used. For example, the most commonly used instructional method is lecture, but lectures can greatly vary based on individual teacher techniques.
Webliography
Bonner, S. E. (1999). Choosing teaching methods based on learning objectives: An integrative framework. Issues in Accounting Education, 14(1), 11-39. Retrieved from http://search.proquest.com/docview/210902331?accountid=8117
Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (1995). The act of teaching. New York: McGraw-Hill.
Ormrod, J. E. (2011). Educational psychology: Developing learners. Upper Saddle River, N.J: Merrill/Prentice Hall.
Shuell, T. J. (1996). Teaching and learning in a classroom context. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 726-764).